Establish a Timeline for the Foundation

Timelines show progression of events and may be used for planning, to learn from history, or to document events in a life. Students examine different timelines and create a timeline to plan the  life of their student-run foundation. 

Print50 minutes

The learner will

  • construct a timeline of their own life events
  • compare representative time intervals to scale of miles on a map.
  • list the main jobs of the foundation and brainstorm time frames for these.
  • use sticky notes to start planning jobs and times for their foundation.
  • sticky notes and long chart paper
  • Internet access to view Philanthropy Timeline: http://www.learningtogive.org/resources/philanthropy-timeline


Home Connection: 

Homework question: List ideas of what the student foundation, and you in particular, can do this semester to make a difference and create change?


Philanthropy Timeline: http://www.learningtogive.org/resources/philanthropy-timeline

  1. Share with your students a sketch of a timeline of some major events in your life as an example of a simple timeline. Space the events along the timeline to scale. Share with them a few images from the Internet of other timelines, such as the timeline of Earth's history. This timeline shows the history of philanthropy. Share the variety of ways to depict timelines.

    Tell them that like a scale of miles, the events on a timeline are spaced to reflect time passage to scale. 

  2. Have each student create a timeline of their life events. This may be a quick activity in which they rough in 4 major events just to practice (15 minutes), or you may make it a formal activity that they take home and do with family input. 

    Have students share their timelines with another student or small group. 

  3. Discuss how timelines can be used as a planning tool. Have students propose how they can use a timeline to help them plan and monitor progress and hold one another accountable as they carry out their student-run foundation. 

  4. Brainstorm the different jobs that will be part of their student-run foundation that will be created and run over the course of the school year. See Teacher Preparation for ideas.

    Use sticky notes and a horizontal chart paper to help the students plot actions, goals, and individual responsibilities for the foundation. 


Some conclusions may be the following:

  • Establishing a timeline is essential to make sure goals are reached in a timely fashion.
  • To provide adequate opportunity for specific tasks to be performed, timetables and timelines should build in a certain margin of error.
  • Why do groups establish due dates and time plans to guide their activities?
  • How much planning went into events in our lives? Would the outcome have  been different if there had been more planning?
  • What happens if groups do not have a plan for the use of time?
  • What are the major tasks the foundation must perform during each semester? (Include public relations and advertising.)
  • How much time must be permitted for each step and what is the order of the steps?
  • How can the timetable be updated and implemented?